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Doctoral Thesis / Dissertation from the year 2025 in the subject Pedagogy / Educational Science, grade: Collegiate, Marymount University, language: English, abstract: When students do not feel safe at school, their academics suffer. With the continual highlights of high-profile shootings, bullying, and violence, there is an increasing need to understand how students are safe while at school and how school safety affects student outcomes. Research has shown that school safety is a pressing issue in urban public schools compared to suburban and rural schools (Steinberg, 2012). Therefore, based on the staying safe and comprehensive school safety framework theories, this phenomenological qualitative study examined the relationship between school administrations' perceptions of school safety and the impact on student achievement.
This research set out to answer what school-based administrators describe as specific policies and procedures around school safety preparedness, how school-based administrators implement strategic plans for school safety, and how school-based administrators perceive the impact of school safety on student outcomes. Semi-structured interviews were used to assess school-based administrators' perceptions of school safety in an urban school district. The research demonstrated that there is a perception that safety contributes to the overall development of students, including their social and emotional well-being. It was highlighted through this research that school administrators should, however, emphasize enhancing school safety and, subsequently, student outcomes. The findings in this study were central to the vital role that school and district leaders can play in fostering safe school environments for students, especially in schools that serve students from marginalized neighborhoods.
Keywords: academics, achievement, administration, marginalized, school safety, urban schools.
